<![CDATA[This study reconstructs a philosophical model for Akidah Akhlak learning media in the digital era by synthesizing the thought of Hamim Ilyas, Ismail Raji al-Faruqi, and Hassan Hanafi. A qualitative library research design was used, combining qualitative content analysis of three primary works Fikih Akbar, Tawhid: Its Implications for Thought and Life, and Min al-‘Akidah ila al-Thawrah with relevant scholarly literature on Islamic education, digital learning media, value formation, and contemporary Islamic thought. The analysis indicates a conceptual imbalance in existing digital Akidah Akhlak media. Technological functions such as accessibility, interaction, and learning effectiveness are more explicitly developed than the formative processes through which religious knowledge becomes reflective consciousness, integrated understanding, contextual engagement, and ethical action. The synthesis identifies three source-derived orientations; Hamim Ilyas contributes a reflective orientation, al-Faruqi an integrative orientation, and Hassan Hanafi a transformative orientation. Contextualization is formulated as a cross-cutting pedagogical principle that connects these orientations with students’ lived digital realities. The resulting model places tawhid as its philosophical foundation and treats reflection, integration, contextualization, and transformation as interconnected design orientations. The study contributes a theoretically grounded framework that can guide the design and evaluation of Akidah Akhlak learning media; its empirical effectiveness remains to be tested in classroom settings.]]>
